NOW SHOWING: THE USE OF FILMS IN ADVANCED GERONTOLOGY COURSES

Abstract While the use of films to teach about aging and older adults is not new, current movies and the students who view them are ever-changing. So too are the learning goals and practices for incorporating media into the advanced gerontological classroom. The current undertaking considers the unique aspects of employing movies (including documentaries and international films) and builds on previous works (Cohen-Shalev & Marcus, 2007; Karasik & Hamon, 2014; Markson & Taylor 1993) with an eye toward the more advanced pedagogical goals of upper level undergraduate and graduate courses. This poster focuses on challenges associated with including film in both traditional and emerging classroom delivery formats (e.g., face to face, hybrid, on-line). A matrix of current aging-themed films is provided, along with strategies for successful applications in upper level and graduate courses. Karasik and Hamon (2014) explored the use of popular film in introductory gerontology courses, creating a detailed matrix of films spanning 1951 - 2012. In addition to film descriptions and ratings, the matrix identified content in the following topical areas in (ageism/stereotypes; cognitive impairment; death & dying; diversity; family relationships; health & wellness; sexuality & intimacy; and work & retirement). The current presentation builds on Karasik & Hamon’s work by developing a companion matrix of films including feature films from 2012- 2023 , as well as documentaries and international films across the same time period. In addition to the newly created companion matrix, there are examples of activities and assignments that incorporate movies into the gerontological classroom.

workers, and nutritionists does not occur naturally, since educational programs are often taught independently of each other, but these disciplines are required to work collaboratively with each other.The objective was to promote communication across disciplines and help each discipline understand the roles played in promoting mental health and general health for older adults.Three specific strategies to address Interprofessional Education were devised and implemented within a rural context to address the goal of improving collaboration and communication.An educational seminar was conducted using cases and guide questions focused on identifying strategies for care.A second strategy was through "Student hot-spotting" where students worked with a high-need complex case over the course of a school year weekly, as a team-based approach.A third strategy made use of a weekly medical clinic for team-based patient care.The teams consisted of Medical Residents, Social Work students, Physician Assistant students, and nutrition students.Findings suggest professionals were surprised at what they learned from the other disciplines they were collaborating with.They also learned about community-based resources available as well as strategies to promote health outcomes.All participants felt that the opportunity to collaborate outside of their disciplines would strengthen their impact when working with older adults and their families.In conclusion, a problem-based learning approach coupled with the opportunity to collaborate with other disciplines through (IPE) improves overall collaboration among professionals.All strategies had positive learning outcomes.

MAKING AN IMPACT: AN INTEGRATED MODEL TO REDUCE AGEISM AND SUPPORT PROFESSIONAL IDENTITIES
Amy Powell-Versteeg, Rebekah Perkins, R. Scott Ward, Linda Edelman, and Katherine Supiano, University of Utah, Salt Lake City, Utah, United States Nearly one-million people in the U.S. are living with Parkinson's disease (PD) and require skilled care.Despite this, only 20% of educational programs offer a geriatric rotation.Ageism is a major factor in healthcare students' lack of clinical exposure, decreased self-confidence, and desire to specialize in geriatrics.Research shows positive exposure to older adults improves students' knowledge, attitudes, and interest in this population.Yet, limited geriatric curriculum exists that integrates specialized knowledge combined with positive contact experiences to shape students' professional identities as capable providers.This project combined two experience-based learning (ExBL) models to form the Intrinsically-Motivated learning, Professional identity, Awareness, Capacity, and Timing (IMPACT) modelto support specialized knowledge acquisition and positive, repeated contact experiences with older adults.Third-year Doctor of Physical Therapy (DPT) students who completed both didactic training and a 2-week PD Boot Camp were interviewed about their experiences in the program.Nine students participated in the PD Boot Camp and interviews.Qualitative thematic analysis revealed the following: 1) unexpected insights gained about clients' unique abilities, 2) therapeutic alliances formed and mutually created functional goals, 3) improved decision-making through practice with mentorship, and 4) increased self-confidence to provide care to clients with complex conditions.The IMPACT model provided students specialized knowledge and practical skills to capably care for older adults with PD.This model can serve as a guiding educational framework to reduce ageism among healthcare students across a variety of settings, support students in developing their professional identities, and increase interest in caring for older adults.

MEDICAL STUDENT MOTIVATIONS TO STUDY GERIATRICS AS MEDICAL SPECIALTY IN ECUADOR:
A QUALITATIVE APPROACH Daniela Belen Sosa Cifuentes, and Jonathan Guillemot, Universidad San Francisco de Quito, Quito, Pichincha, Ecu ador Due to a lack of interest in becoming geriatricians in the medical student community and despite studies showing geriatrics as one of the most fulfilling medical specialties, Ecuador, like many countries globally, lacks geriatricians.Although there are insufficient well-established institutions training geriatricians, the issue essentially lies in the lack of student vocations.We conducted a qualitative and participatory study to identify and describe the motivations and barriers associated with medical students' interests in becoming geriatricians in Quito, Ecuador.Qualitative interviews between medical students after interviewing technique training were conducted.Audio recordings were transcribed and coded, and then analyzed for patterns.Thirty-two students were interviewed, none of which considered geriatrics as their first medical specialty option, and two of which considered the possibility of such a choice, but not as a first option.Among the most significant patterns associated with disinterest in geriatrics was the lack of exposure as well as a general ignorance of the lives of older adults beyond direct relatives.While most participants recognized the fundamental importance of the specialty, barriers appearing unsurmountable emerged: patterns of gerontophobia as well as thanatophobia were strong hurdles, combined with the perception of an emotional toll associated with the care of older adults.This joined with the view that physicians could not be fulfilling their purpose of "saving lives" in the context of geriatrics.As the Global South ages, universities must improve student exposure to older adults and the professions associated with their care as a first step towards promoting new vocations.While the use of films to teach about aging and older adults is not new, current movies and the students who view them are ever-changing.So too are the learning goals and practices for incorporating media into the advanced gerontological classroom.The current undertaking considers the unique aspects of employing movies (including documentaries and international films) and builds on previous works (Cohen-Shalev & Marcus, 2007;Karasik & Hamon, 2014;Markson & Taylor 1993) with an eye toward the more advanced pedagogical goals of upper level undergraduate and graduate courses.This poster focuses on challenges associated with including film in both traditional and emerging classroom delivery formats (e.g., face to face, hybrid, on-line).A matrix of current aging-themed films is provided, along with strategies for successful applications in upper level and graduate courses.Karasik and Hamon (2014)

Florida, United States
Problem: There is a shortage of registered nurses, especially those choosing to work in long-term care.Providing interdisciplinary education on age-friendly health care to nursing students offers long-term care as a career option post-graduation.To evaluate the effectiveness of teaching nursing students about age-friendly health care, the students must provide adequate feedback on the educational content they receive.Purpose: This project is part of the Age-Friendly Health Systems 4Ms project and identified why nursing students did not complete a comprehensive survey after receiving an interdisciplinary educational session based on the Age-Friendly Health Systems 4Ms Framework.Research design: A focus group design was used, and subjects were recruited from nursing students who received the educational session but did not complete the comprehensive survey.Questions for the focus group discussion were derived from the content received during the academic session and from the comprehensive survey.The focus group interview was audio-recorded, and the recordings were transcribed verbatim.Data analysis: Focus group transcripts were analyzed using descriptive content analysis to determine themes.Results: The outcome of this study provided researchers with insight into why nursing students did not complete the comprehensive survey.The results of this study will help improve future comprehensive survey response rates for the remainder of the Age-Friendly Health Systems 4Ms project.Significance: The findings of this study enhances the validity and reliability of the comprehensive survey results and informs researchers across disciplines on how to avoid low survey response rates.

SIMULATION IN AGE SUIT: AN INNOVATIVE NURSING EDUCATION INTERVENTION TO INCREASE THE UNDERSTANDING OF OLDER ADULTS
Catharina Gillsjö (Gillsjo), Björn Bouwmeester Stjernetun, and Jenny Hallgren, University of Skövde, Skövde, Vastra Gotaland, Sweden Background: Negative attitudes towards older adults are often recognized in society, especially among health care providers.Lack of education in gerontology and geriatrics and limited practical training in nursing education have been identified as influencing aspects.Simulation in education through age suit has been recognized to increase empathy and reduce negative attitudes towards older adults.An innovative education intervention with simulation in age suit with a follow up reflection seminar was developed to counteract ageism and increase the understanding of aging, age related health problems, older adults and to influence the willingness to provide care to older adults.Methods: The intervention with simulation in age suit, grounded in the pedagogy experiential learning, was implemented in the fourth semester in the three-year nursing education program.The simulation was conducted in a highly accessible home environment equipped with welfare technology and other technical aids.The nursing students were assigned a persona, a person with different health problems, and performed scenarios consisting of daily chores.Research on nurses' experiences of the intervention and its sustainability through the education program and on perceptions of providing care for older adults, is conducted qualitatively and quantitatively in a doctoral project.Conclusion: The learning acquainted through simulation in age suit became embodied both physically and psychologically.The simulation in age suit conveyed new insights as need of time and patience.The technology in the environment both hindered and facilitated activities in daily life.Implications suggested the need for all health and social care providers to carry out this simulation.

THE AMBIVALENCE OF BACHELOR OF NURSING LECTURERS TOWARD MALNUTRITION EDUCATION:
A QUALITATIVE STUDY Debbie ten Cate 1 , Iris Van den Boomgaard 2 , and Canan Ziylan 3 , 1. Utrecht University of Applied Sciences, Utrecht, Utrecht, Netherlands, 2. The Hague University of Applied Sciences, The Hague, Netherlands,3. Rotterdam University of Applied Sciences,Rotterdam,Netherlands Malnutrition in older adults occurs multifactorially and should be prevented interdisciplinary.This requires an improvement in the competencies regarding the integral prevention of malnutrition in students of different Bachelor's programs, such as dietetics, social work and nursing, who are the future professionals.A precondition is that this education is taught by lecturers who have a positive attitude toward malnutrition education.However, it is unknown what this attitude is.We started our exploration within Bachelor of Nursing lecturers.Therefore, the aim of this study was to gain insight into the attitude of these lecturers regarding malnutrition education.A qualitative study, where semi-structured, In addition to the newly created companion matrix, there are examples of activities and assignments that incorporate movies into the gerontological classroom.